The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning.

Autor/inn/en	Muis, Krista R.; Pekrun, Reinhard; Sinatra, Gale M.; Azevedo, Roger; Trevors, Gregory; Meier, Elisabeth; Heddy, Benjamin C.
Titel	The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Gefälligkeitsübersetzung: Der seltsame Fall des Klimawandels: Überprüfung eines theoretischen Modells epistemischer Überzeugungen, epistemischer Emotionen und komplexer Lernvorgänge.
Quelle	In: Learning and instruction, (2015) 39, S. 168-183Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.06.003
Schlagwörter	Einstellung (Psychologie); Emotion; Kritisches Denken; Reaktion (Psy); Lehrer; Lernmethode; Klimawandel; Epistemologie
Abstract	Evaluated the relationship between epistemic beliefs, epistemic emotions, and learning strategies in the context of learning complex contradictory information. A multinational sample of participants (439 college students mean age 21 years) in Study 1 were presented with two pairs of conflicting texts on the causes and effects of climate change. The Topic-Specific Epistemic Beliefs Questionnaire (TSEBQ), the Epistemic Emotions Scales (EES), the Motivated Strategies for Learning Questionnaire (MSLQ), an inference verification test (IVT), and a multiple-choice test to assess prior knowledge were completed. Study 2 (56 Canadian college students mean age 21 years) was similar in design but included a think-aloud component to validate the self-report measures and manipulations. Results confirmed that epistemic emotions mediate relations between epistemic beliefs and learning strategies. Students advocating a critical-thinking approach experienced more enjoyment, showed more intellectual curiosity, and reported being less bored. Those who believed in the complexity of the climate change debate experienced lower levels of confusion, anxiety, and boredom, while those believing in the uncertainty of knowledge also reacted with less anxiety as well as less frustration. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3